Accountability Policies at Schools: A Study of Path Analysis

Autor/in	Erdag, Coskun
Titel	Accountability Policies at Schools: A Study of Path Analysis
Quelle	In: Educational Sciences: Theory and Practice, 17 (2017) 4, S.1405-1432 (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1303-0485
Schlagwörter	Foreign Countries; Accountability; School Policy; Path Analysis; Statistical Analysis; Academic Achievement; Educational Improvement; Educational Quality; Educational Administration; Performance Based Assessment; Models; School Community Relationship; Governance; Teacher Qualifications; Elementary School Teachers; Secondary School Teachers; Teacher Surveys; Likert Scales; Principals; Factor Analysis; Turkey + Suchen Sie Ihr Suchwort? Ausland; Verantwortung; Schulpolitik; Pfadanalyse; Statistische Analyse; Schulleistung; Teaching improvement; Unterrichtsentwicklung; Quality of education; Bildungsqualität; Bildungsverwaltung; Schuladministration; Schulverwaltung; Leistungsermittlung; Analogiemodell; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Lehrqualifikation; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Likert-Skala; Principal; Schulleiter; Faktorenanalyse; Türkei
Abstract	Turkey is now on its way to reforming compulsory education and having a more effective and efficient education system by creating more accountable schools. This research has been designed in a causative pattern to discover the effects of external academic performance pressures on school accountability policies and school accountability responses based on quantitative data obtained both from teachers and school administrators. First, account-giving behaviors related to teaching activities among school teachers and administrators directed at themselves and created by academic performance pressures coming from school shareholders, the local socio-environment, and upper bureaucracy respectively were discovered. Second, academic performance pressures from school shareholders create more support for schools' policy on market accountability, whereas bureaucratic performance pressures create resistance to the policy on performance accountability. Third, those who favor obeying the rules for teaching are more inclined to give an account of their deeds to the upper bureaucracy. (As Provided).
Anmerkungen	Educational Consultancy, Ltd (EDAM). Kisikli Mh. Alemdag Cd. Yan Yol Sk., SBK Is Merkezi No:5 Kat:1, Uskudar-Istanbul, 34692 Turkey. Tel: +90-216-481-30-23; Fax: +90-216-481-31-36; e-mail: editor@edam.com.tr; Web site: http://www.estp.com.tr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01